Language is of utmost importance for a child's cognitive development, including the development of scientific skills and concepts (Haug & Ødegaard, 2014; Henrichs & Leseman, 2014; Saalbach, Grabner, & Stern, 2013; Saalbach, Leuchter, & Stern, 2010; Tomasello, 1999). The influence of language on children's cognitive development is at least three-fold (Tomasello, 1999): First, language affects children's development through parents, teachers, or other adults who provide instructions and explanations; second, language directs children's attention; and third, language prompts children to change perspectives. Language can thus be seen as the basis for the organization of children's cognitive activities and the construction of higher-knowledge structures (Saalbach et al., 2013). Against this background, our study examines the role of language in teacher talk as a scaffold for children's learning.

Learning and Instruction, 71

ISSN:0959-4752

ISSN:1873-3263